Boosting Metacognition in Science Museums: Simple Exhibit Label Designs to Enhance Learning

Abstract

ABSTRACT Science museums can be excellent learning environments for engaging citizens in the complex societal issues of our time—such as climate change, fishery collapse, social prejudice, and wealth inequities—by fostering experimentation and metacognition about visitors' own social behaviors. The authors studied a low-cost metacognitive tool—Question Asking—in exhibit labels through a within-subjects, quasi-experimental research design with 59 randomly selected adult and teen dyads. Results indicated that the inclusion of an exhibit-specific question increased the proportion of time visitors spent in metacognitive conversations by at least a factor of three. Following that specific question with a more generally applicable real-world question maintained the already elevated proportion of time spent in metacognitive talk but did not boost that proportion further. The authors recommend including an exhibit-specific question at social science exhibits (and potentially adding another, broader real-world question as well) to prompt or enhance users' metacognitive responses to exhibit content.